PROVIDING  EFFECTIVE  FEEDBACK  TO  TEACHERS:  A  CRITICAL  TASK  OF  INSTRUCTIONAL  LEADERS  Michael  F  DiPaola  

Instruc<onal  Leadership  

Instruc<onal  Improvement  

Supervision  

Professional  Development  

Evalua8on  

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Effec<ve  Instruc<onal  Leaders:  

Know  strong  instruc-on  when  they  see  it.  

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Know  how  to  encourage  it  when  it  is  absent.  

Know  how  to  set  the  condi-ons  for  con-nuous  academic  learning  among  their  teachers.  

A  Model  of  Instruc<onal  Leadership  

Defines  and  Communicates    Shared  Goals  

Monitors  and  Provides  Feedback  on  the  Teaching  and  Learning  Process  

Promotes  School  Wide  Professional  Development  

Instruc8onal  Leadership  

SES  

Academic  Press  

Student  Achievement  

School  Leadership  Instruc-onal  Leaders:  

•  Ins-tute  a  system  of  clear  teaching  objec-ves.  

•  Have  high  expecta-ons  for  teacher  and  student  performance.  

 

•  Create  learning  climates  free  of  disrup-ons.  

Impact  of  Leadership  

Instruc-onal  Leaders  have  greater  effects  on  student  outcomes  than  transforma-onal  leaders  (HaCe,  2009,  p.  83).    Instruc-onal  Leadership  Effect  Sizes:    Promo-ng  and  par-cipa-ng  in  teacher  learning  &  development  (d  =  0.91)    Suppor-ng  and  evalua-ng  teachers  through  regular  classroom  visits  and  providing  forma-ve  and  summa-ve  feedback  to  teachers  (d  =  0.74).    

Research-­‐based  Strategies  with  a  Significant  Impact  on  Student  Learning  

Forma<ve  Feedback  to  Teachers    

The  power  of  feedback  to  teachers  on  what  is  happening  in  their  classroom  cannot  be  overes-mated.    

Feedback  helps  them  ascertain  "How  am  I  doing?"  in  achieving  the  learning  inten-ons  they  have  set  for  their  students,  so  that  they  can  then  decide  "Where  to  next?"  for  the  students.  

Reflec<ng  and  Sharing  

Think  of  a  situa-on  when  your  principal/supervisor  helped  you  grow  as  a  classroom  teacher…  

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Think  of  another  situa-on  that  was  not  as  successful…  

What  made  the  difference?  

FEEDBACK  to  TEACHERS      (FRAYER  MODEL)    

Definition

Characteristics

Examples

Non-Examples TEACHER FEEDBACK

Classroom  Performance    Model  

Pedagogy  

( )

Student  

Classroom  Community  

Teacher  

Outcomes  

Student  Learning    

Teacher  Performance  

School    

Context  Open  

Efficacious  

Trus8ng  

Professional  

Collegial  

Authen8c  

Resources  

Effec-veness  =  

Actual  vs.  Expected  Outcomes  

The  Classroom  Performance  Model  is  a  Systems  Model  

Feedback  (data  collected  on  teacher/student  performance)  is  used  to  reflect  and  iden-fy  discrepancies  between  actual  outcomes  and  intended  outcomes  

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Expect  immediate  u-lity.  Focus  on  issues  that  concern  them.  Test  their  learning  as  they  go.  

An-cipate  how  they  will  use  their  learning.  Expect  performance  improvement.  Maximize  available  resources.  Require  a  collabora-ve,  respecdul,  mutual,  and  informal  climate.  

Rely  on  informa-on  that  is  appropriate  and  developmentally  paced.  

Want  to  control  their  own  learning.  

Are  classroom  teachers  receiving  frequent  feedback  to  help  them  reflect  upon  and  improve  their  instruc<on?              

What  forms  of  feedback  do  they  receive?  

What  are  the    barriers  that  prevent  teachers  from  receiving  frequent  feedback  to  help  them  reflect  upon  and  improve  their  instruc<on?            

Why  Supervision  &  Evalua<on    Are  NOT  Effec<ve  

 •  High-stakes evaluation tends to shut down adult learning  •  Evaluation instruments get in the way •  Observations fail to provide specific feedback data •  Principals are too busy to complete the tasks well •  Evaluation almost never focuses on learning

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COLLECTING  DATA  SO  TEACHERS  CAN  ANALYZE  IT  TO  REFLECT  

Evidence  (supervision)  

Opinion  (evalua<on)  

Observable Draws conclusions

Objective

Free of value judgment

Unambiguous

Subjective

Makes inferences

May include value judgment

Improved  student  performance  depends  on  strengthening  three  legs  of  an  Instruc8onal  tripod:  

Content:  What  should  we  teach?  Does  

each  teacher  have  deep  knowledge  of  the  curriculum?  

   

Pedagogy:  How  should  we  teach?  Does  each  teacher  use  research-­‐

based  instruc-onal  techniques?  

Rela8onships:  Are  we  a  community?  Do  students  and  teachers  care  about,  inspire,  and  mo-vate  

each  other?  

Forma<ve  Assessment  

Timely  feedback  gathered  and  reviewed  during  the  course  of  a  learning  experience  that  serves  to  'inform'  both  teachers  AND  observers  and  allows  for  the  'forma5on'  of  new  plans  for  

learning.  

View  the  video  clip  –    :  hjp://www.youtube.com/watch?v=IGQmdoK_ZfY    

       What  lesson  does  it  teach  us  about  the  value  of  classroom  observa-on?    

   

Collegial  Supervision:  A  Forma<ve  Process  

The process should be peer driven and data focused.

Principals and Supervisors share leadership with Teachers and engage in coaching, reflection, joint investigation, study teams, and problem solving.

CREATING A CONTEXT for Collegial Supervision

Non-threatening atmosphere in which:

•  classroom data, not judgments, are used to determine problems

 

•  professionals can be open and authentic with each other

•  the principal and teachers work together to enhance the teaching- learning process  

 Goals  of  Collegial    Supervision  

Effec-veness  (improvement  of  instruc-on)  is  defined  as  the  degree  to  which  expected  performance  is  congruent  with  actual  performance  at  the  student  and  teacher  levels.    

Teacher  learning  that  results  in  student  learning.  

Data  • What  data  are  provided  to  teachers  about  their  actual  teaching  performance?    

   • How  are  the  data  collected?    

• Do  they  know  what  to  do  with  the  data?  

• How  are  they  helpful?  

Classroom  Performance    Model  

Pedagogy  

( )

Student  

Classroom  Community  

Teacher  

Outcomes  

Student  Learning    

Teacher  Performance  

School    

Context  Open  

Efficacious  

Trus8ng  

Professional  

Collegial  

Authen8c  

Resources  

Effec-veness  =  

Actual  vs.  Expected  Outcomes  

Problem  Iden<fica<on  

Teaching  is  “a  system  of  inten-onal  ac-ons  aimed  at  inducing  the  learning  of  skills,  knowledge,  and  values.”    

Iden-fy  area  or  areas  where  there  is  a  significant  discrepancy  between  the  actual  outcomes  and  desired  outcomes  

 

Effec8ve  Feedback  is  Goal  Referenced:  

•  Teachers  have  learning  inten-ons  (goals)  

   •  Teachers  take  ac-ons  (teaching)  

to  achieve  goals  

•  Receives  objec-ve  informa-on  about  teaching  that  tells  teachers  whether  they  are  on  track  to  achieve  their  goals  or  need  to  change  course  to  reach  them  

Feedback  is  Informa8on  About  How  We  are  Doing  in  Our  Efforts  to  Reach  a  Goal  

It  is  NOT  advice    

It  is  NOT  evalua-ve  

It  is  NOT  judgmental  

Effec8ve  Feedback  is:    

Tangible  and  transparent  -­‐    Data  that  are  accessible  and  easy  to  understand    Ac-onable  -­‐  Concrete,  specific,  accurate,  and  useful  data  

 Accepted  by  teachers  

Effec8ve  Feedback  is:    

•  Specific  &  personalized  -­‐    Focused  on  one  or  two  key    elements  of  performance  

   •  Timely  -­‐  

 Sooner  the  bejer  to    facilitate  reflec-on    

Web-­‐based  Tools  to  Collect  Classroom  Data  to  Provide  Effec<ve  Feedback        

www.onlineobserva-ontools.com  

Giving  Feedback  •  Base  your  feedback  on  observable  

evidence.  

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•  Reinforce  evidence  of  effec-ve  prac-ces.  

•  Be  specific  rather  than  general.  

•  Describe  rather  than  evaluate.  

•  Note  the  impact  of  the  teacher’s  behavior  on  the  students.  

•  Ajend  to  the  teacher’s  stated  needs  or  area  of  focus.  

Forma<ve  Feedback    to  Teachers    

When  teachers  are  required  to  use  data  and  evidence  based  models,  effect  sizes  are  higher  than  when  data  were  evaluated  by  teacher  judgment.    

When  the  data  are  graphed,  effect  sizes  are  higher  than  when  data  are  simply  recorded.    

The  major  message  is  for  teachers  to  pay  ajen-on  to  the  forma-ve  effects  of  their  teaching.    

Effec8ve  Feedback  is:  Ongoing  -­‐  

 Provides  opportuni-es  for    teachers  to  reshape  their    performance  to  bejer  achieve    their  goals  

 Consistent  –  Performers  can  only  adjust  their  performance  successfully  if  the  informa-on  fed  back  to  them  is  stable,  accurate,  and  trustworthy.  

Using  the  Data  to  Reflect  &  Adjust  

FEEDBACK  CANNOT  BE  HELPFUL:  

-­‐IF  TEACHERS  ARE  NOT  CLEAR  ABOUT  THEIR  GOALS  (LEARNING  INTENTIONS)  FOR  THEIR  STUDENTS        -­‐IF  TEACHERS  DO  NOT  KNOW  HOW  THEY  WILL  KNOW  WHEN  THEIR  STUDENTS  HAVE  ACHIEVED  THE  INTENDED  LEARNING  

USING  FEEDBACK  TO  REFLECT  ON  PERFORMANCE  AND  THEN  

ADJUST  INSTRUCTION  

The  ability  to  improve  one’s  result  depends  on  the  ability  to  adjust  one’s  pace  in  light  of  ongoing  feedback  that  measures  performance  against  a  concrete,  long-­‐term  goal.    

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Post  -­‐  Conference  Planning  Data  Revealed::          

Poten8al  Area  of  Growth:      

Outcomes  for  conference  (linked  to  improving  prac8ce):    

Circumstances  to  consider:    

Ques8ons  to  pose/Sugges8ons  to  make:      

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Forma<ve  Assessment  

Collect and analyze baseline data; self-assess

against Instructional

goals

Set professional goals (aligned with goals) &

develop a professional growth plan

Implement professional growth plan; collect and

analyze data

Assess growth and revise plan or begin new

inquiry

REFLECT PLAN TEACH REFLECT

References  •  DiPaola,  M.  &  Hoy,  W.  (2014).  Improving  instruc5on  through  

supervision,  evalua5on,  and  professional  development.  CharloCe,  NC:  Info  Age.  

•  HaCe,  J.  (2009).  Visible  learning.  New  York,  NY:  Routeledge.  •  HaCe,  J.  &    Timperley,  H.  (2007).  The  power  of  feedback.  

Review  of  Educa5onal  Research,  Vol.  77,  No.  1,  81-­‐112.    •  Wiggins,  G.  (2012,  September).  7  keys  to  effec-ve  feedback.  

Educa5onal  Leadership,  Vol.  70,  No.  1,  11–  16.